Mark A. Koorland

Sociodramatic Play as a Method for Enhancing the Language Performance of Kindergarten Age Students.

Abstract Are necessary skills, such as language, best taught to young children in structured kindergarten classroom environments, or are they best developed through practice and stimulation in freer child-centered activities? To assist in the resolution of this ongoing debate, this study tested the proposition that children of kindergarten age who had planned opportunities for enriched sociodramatic play would demonstrate increased levels of language performance. A single case repeated measures multiple-baseline design across subjects was used to experimentally determine that a functional relationship exists between enriched sociodramatic play and an increase in levels of language performance.

Play Behavior of Hearing Impaired Children: Integrated and Segregated Settings:

The free-play behavior of young hearing impaired children in integrated and segregated settings was compared using a multielement baseline design. Two children, aged 3 and 5, were observed using momentary time sampling of their play as they alternated from one setting to the other. Data were collected in each setting for various categories of play behavior. The categories were derived from the classic play categories of Parten and Smilansky. Results indicate that the children engaged in more socially advanced play in the integrated setting.

Characteristics of Superior and Average Special Education Teachers

A questionnaire regarding current teaching practices and related experiences was sent to a group of designated “superior” special educators and a contrast group of “average” special educators. The questionnaire included the following areas: personal/professional data; professional preparation; classroom teaching activity; classroom management; evaluation; professional interaction; and parental interaction. The results are reported in terms of the items that (a) were answered positively by a majority of the superior educators and (b) resulted in significant differences between the two groups. Discussion is focused on the implications of the findings for teacher training programs.

An Applied Behavior Analysis Research Primer for Behavioral Change Personnel

Assistance for the consumer in understanding Applied Behavior Analysis (ABA) research strategies and technical aspects is provided. Various measures of behavior and reliability are discussed. Experimental strategies and variations of reversal and multiple baseline research designs are reviewed with particular attention given to experimental logic. It is felt if the consumer understands the principles guiding researchers, then accurate appraisal and useful applications of ABA research outcomes are likely.

Working together: mental health and special education collaboration

Abstract The purpose of this study was to examine the nature of interactions between special educators and mental health professionals providing services to students with behavioral disorders. Seventy-two surveys were sent to contact persons for programs for students with behavioral disorders in the state of Florida. Content analysis was used to code individual responses to three open-ended questions regarding benefits of service provision by mental health professionals, difficulties resulting from interactions between mental health professionals and educators, and advice to mental health professionals for improving service delivery. Data suggest that although service provision by mental health professionals is important, barriers impeding effective communication and collaboration among professionals exist. Suggestions are offered for overcoming barriers in our current delivery system and incorporating collaborative skill building activities into training programs for special education and mental health professionals.

A complex issue: Special education in corrections

Abstract Correctional administrators generally cite three reasons for their inability to comply with The Education for All Handicapped Children Act of 1975 (PL 94-142). The uniqueness of the correctional setting, lack of interagency cooperation, and lack of trained correctional special educators are typical reasons for noncompliance. The current status of each noncompliance issue is discussed. Emphasis, however, is placed on the need to train correctional special educators to help implement the law.

A conceptual framework for analyzing issues and dilemmas in the preparation of special education teachers

In teacher education programs, the conceptual framework identifies what is important for candidates. Using the three themes of a conceptual framework – knowledge of learners and learning, knowledge of content and pedagogy, and knowledge of research and policy – the authors analyzed teacher preparation program components in general and special education. They conclude that the critical question for teacher educators is: How do teacher educators consistently and successfully implement proven practices to prepare effective teachers? The authors posit recommendations for needed reforms in university-based teacher education and advocate for parity for teacher education with other socially valued enterprises.

Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS) Content in Introduction to Exceptionalities Textbooks

Abstract Increasingly, children and youth with HIV/AIDS develop characteristics that will require special education and related services. Subsequently, special education teacher preparation programs, in order to remain current, must respond to this new need. The purpose of this study is to examine current textbooks typically used in introductory courses for teachers preparing to work with students with disabilities, and determine the quantitative extent of HIV/AIDS content. Eleven textbooks were reviewed for inclusion of any of five HIV/AIDS content categories. The five categories comprised Individualized Education Plans (IEP) and program planning; skills for relating to children with HIV/AIDS; the prevention and transmission of HIV/AIDS; drug abuse prevention; and prevalence and background information about HIV/AIDS. Only three of 11 texts addressed all categories. Implications for exceptional student teacher preparation about HIV/AIDS are discussed.

Using Fast Food Restaurants for Consumer Education.

American household spending on restaurant meals, especially in quick service restaurants, continues to grow (Foodservice Trends, 1988). Consumers opt for the convenience that eating out affords, especially when faced with the complexities and time constraints of modern daily life. People with disabilities, like others, use fast food restaurants and are exposed to the barrage of fast food advertising. Unfortunately, advertising frequently diverts the consumers attention from critical product characteristics and, instead, persuades by presenting product endorsements by public figures or tangential suggestions such as the implication that a patrons

Some Considerations and Tactics for Improving Discrimination Learning.

T he ability to discriminate is a learned skill essential to much of what we do. Normally, this skill allows an individual to select the important stimulus from two or more stimuli. Selection of the correct item results in the attainment of some reinforcer or allows some reinforcing event to occur. The subsequent reinforcer, in tum, strengthens the required discrimination skills. For example, a person wishing to enter a locked door may be given a ring of keys of which only one will open the door. With no previous knowledge, the person will proceed to try the different keys until finding the one that opens the door. Opening the door will reinforce the selection and use of the correct key. On subsequent occasions it is likely that the correct key will be found and used sooner to open the door. Choosing the correct stimulus object requires attention to at least one dimension of the object. Objects, such as keys, have sev-